Premier Wymondham Prep Wrap Around Care

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff warmly welcome the children, greeting them by name.

Staff chat to children about their day at school and what they have been doing. Children know and follow routines as they put their coats and bags away. Newer children are given additional support.

Children have good opportunities to build on their social skills as they interact with each other. Some children have developed firm friendships and are keen to spend time with their friends.Staff set out a range of activities, both inside and outside, for children to take part in.

This includes a daily physical activity, such as archery, with a trained coach. Ch...ildren learn how to follow instructions, handle equipment and how to act safely when taking part in risky activities. Staff initiate fun monthly '60 second challenges'.

At these times, they teach children a new skill, such a star jumping. They challenge the children to practise these over a period of time. Children are encouraged to improve their skills and see if they can increase the number they can achieve over one minute.

Staff teach the children about the importance of waiting their turn and being polite. Children follow instructions and understand the rules and boundaries of the setting. Staff praise good behaviours and use the host school's 'house point' system to recognise when children are particularly polite or kind.

Staff recognise when children are feeling overwhelmed or need a quieter environment. Staff have recently received training and are implementing a range of strategies to help children to express how they feel and to regulate their own emotions.

What does the early years setting do well and what does it need to do better?

The provider understands the importance of reflection and evaluation to develop practice further.

They review what is on offer, take account of the views of parents and staff, and identify areas for development. Recruitment and selection processes are robust. Staff receive regular supervision and have access to professional development opportunities to help them to improve their knowledge and skills.

All staff complete safeguarding training and most hold a paediatric first-aid qualification.Children have freedom to choose what to play with. They construct with small interlocking building blocks, play imaginatively at the dolls' house and draw at the writing table.

Some relax as they read their books. Others play card games or listen to stories. Provision can be made for children to do any homework that they might have.

Staff plan activities which incorporate seasonal topics, such as making gingerbread people and houses. Here, children use craft materials, glue and scissors to create their own designs. In the school holidays, when more time allows, children have opportunities to enjoy a broader range of activities.

The staff support children with special educational needs and/or disabilities. They identify children who may need additional support. They offer an inclusive environment.

Staff work closely with the child's school and their parents to ensure they use a consistent approach and that each child receives what they need.Children are supported to have a healthy lifestyle. Staff provide a daily breakfast and snack menu.

This encourages children to make healthy food choices and to drink plenty of water. Mealtimes are social where children can sit with their friends. They wash their hands before helping themselves to food, such as pitta bread with a range of nutritious fillings.

Once finished, children know to clear away their plates before returning to play.Staff conduct regular risk assessments, ensuring the premises are secure and all areas are safe. Adult to child ratios are maintained and staff supervise the children well.

Accurate registers of attendance are maintained and staff regularly check numbers of children in their care.For the first 45 minutes of the session during term time, some children from the host school use the same indoor space as this setting. This is for additional extra-curricular activities.

As a result, the hall is very busy and noise levels are high. At these times, it is harder for staff to engage effectively with the children or support those who want to do quiet activities. This is because their time is taken up closely supervising the children and monitoring the environment.

The provider is aware of the impact this is having and intends to review this part of the session.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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